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letters may suggest an assessment document, but PAG means Practical Activity Group. OCR uses this term for groups of required practical activities."},{"text":"Practical Analysis Grade.","correct":false,"explanation":"PAG does not describe a grade or analysis process. The correct expansion is Practical Activity Group, which identifies the practical work students study and may be assessed on."},{"text":"Practical Application Group.","correct":false,"explanation":"Application is a tempting replacement for Activity, but the official OCR term is Practical Activity Group, abbreviated to PAG."}]},{"id":"9bff2a0f-4dce-4a0f-9dce-f989e80abd50","cardType":"cloze","points":null,"front":"GCSE Biology practical skills can be assessed in [ ], not just in the lab.","back":"GCSE Biology practical skills can be assessed in written exams, not just in the lab.","mcqOptions":[{"text":"written exams","correct":true,"explanation":"Practical skills are assessed through written exam questions as well as laboratory work, so students must understand methods, variables, data and evaluation."},{"text":"practical exams","correct":false,"explanation":"Practical skills are not assessed only through separate practical exams. In this statement, the correct completion is written exams, where practical understanding is tested on paper."},{"text":"coursework assessments","correct":false,"explanation":"OCR Gateway Biology does not use coursework assessments as the intended completion here. Practical skills can be assessed in written exams, including questions about experiments and data."},{"text":"classroom demonstrations","correct":false,"explanation":"Classroom demonstrations can develop practical understanding but are not the assessment setting described. The sentence correctly refers to written exams, not just laboratory work."}]},{"id":"351b66fd-b021-4669-ac2f-8f43de826abe","cardType":"basic","points":2,"front":"Why does a fair test change only one main factor?","back":"So changes in results can be linked to the independent variable.","mcqOptions":[{"text":"So changes in results can be linked to the independent variable.","correct":true,"explanation":"Changing one main factor while controlling others makes it possible to attribute differences in the results to the independent variable rather than to several simultaneous changes."},{"text":"So changes in results can be linked to the dependent variable.","correct":false,"explanation":"The dependent variable is what is measured, not the factor deliberately changed. A fair test changes one independent variable so its effect on the dependent variable can be identified."},{"text":"So changes in results can be linked to the control variables.","correct":false,"explanation":"Control variables are kept constant, so they should not cause the observed change. The independent variable is deliberately changed to investigate its effect."},{"text":"So changes in results can be linked to the measurement method.","correct":false,"explanation":"A measurement method records results but is not normally the factor being investigated. The independent variable is changed while other relevant factors are controlled."}]},{"id":"71908005-8d1c-417b-a91a-29d7c8119b29","cardType":"cloze","points":null,"front":"The [ ] is deliberately changed; the [ ] is measured or observed.","back":"The independent variable is deliberately changed; the dependent variable is measured or observed.","mcqOptions":[{"text":"The independent variable is deliberately changed; the dependent variable is measured or observed.","correct":true,"explanation":"The independent variable is the factor deliberately changed by the investigator. The dependent variable is the response measured or observed as a result."},{"text":"The dependent variable is deliberately changed; the independent variable is measured or observed.","correct":false,"explanation":"This reverses the two variable definitions. The independent variable is deliberately changed, whereas the dependent variable is measured or observed."},{"text":"The control variable is deliberately changed; the dependent variable is measured or observed.","correct":false,"explanation":"A control variable should be kept constant, not deliberately changed. The independent variable is changed and the dependent variable is then measured or observed."},{"text":"The independent variable is deliberately changed; the control variable is measured or observed.","correct":false,"explanation":"Although the independent variable is correctly identified, the second term is wrong. The dependent variable is measured or observed, while control variables are kept constant."}]},{"id":"85965be2-b99d-4a4d-884e-e232a7ee7d65","cardType":"basic","points":1,"front":"In the amylase pH practical, what is the dependent variable?","back":"The time until starch is no longer detected.","mcqOptions":[{"text":"The time until starch is no longer detected.","correct":true,"explanation":"The practical measures how long amylase takes to digest the starch at each pH. This measured time is the dependent variable."},{"text":"The pH of the solution.","correct":false,"explanation":"The pH is deliberately changed between trials, so it is the independent variable. The dependent variable is the time until starch is no longer detected."},{"text":"The temperature of the water bath.","correct":false,"explanation":"Temperature is controlled to keep the test fair, rather than measured as the outcome. The dependent variable is the time until starch is no longer detected."},{"text":"The volume of starch solution added.","correct":false,"explanation":"The starch volume is a control variable that should remain constant. The measured outcome is the time required until starch is no longer detected."}]},{"id":"95a20f63-6b28-4025-8acf-b0e9155397a7","cardType":"basic","points":1,"front":"Name one control variable in the amylase pH practical.","back":"Any one: temperature, amylase concentration, starch concentration, solution volume.","mcqOptions":[{"text":"Any one: temperature, amylase concentration, starch concentration, solution volume.","correct":true,"explanation":"Temperature, amylase concentration, starch concentration and solution volume can all affect the reaction, so one selected factor should be kept constant as a control variable."},{"text":"Any one: pH, amylase concentration, starch concentration, solution volume.","correct":false,"explanation":"pH is the independent variable deliberately changed in this practical, so it is not a control variable. Temperature or one of the listed concentrations or volumes could be controlled."},{"text":"Any one: time until starch is no longer detected, amylase concentration, starch concentration, solution volume.","correct":false,"explanation":"The time until starch disappears is the dependent variable being measured, not a control variable. A control variable could be temperature, concentration or solution volume."},{"text":"Any one: colour of the iodine test, amylase concentration, starch concentration, solution volume.","correct":false,"explanation":"The iodine colour indicates whether starch remains and contributes to the measurement, so it is not a control variable. Factors such as temperature or solution volume can be controlled."}]},{"id":"6465f5f3-e6a1-40f1-81dc-c8369581ce27","cardType":"cloze","points":null,"front":"[ ] is closeness to the true value; [ ] is closeness of repeats to each other.","back":"Accuracy is closeness to the true value; precision is closeness of repeats to each other.","mcqOptions":[{"text":"Accuracy is closeness to the true value; precision is closeness of repeats to each other.","correct":true,"explanation":"Accuracy describes how close a result is to the true value, while precision describes how closely repeated measurements agree with one another."},{"text":"Precision is closeness to the true value; accuracy is closeness of repeats to each other.","correct":false,"explanation":"These definitions are reversed. Accuracy concerns closeness to the true value, whereas precision concerns the agreement between repeated measurements."},{"text":"Reliability is closeness to the true value; validity is closeness of repeats to each other.","correct":false,"explanation":"Reliability concerns consistency and validity concerns whether a method investigates what it should, but neither pair gives these definitions. Accuracy relates to the true value and precision to repeat agreement."},{"text":"Validity is closeness to the true value; reliability is closeness of repeats to each other.","correct":false,"explanation":"Reliability is related to repeat consistency, but validity is not defined as closeness to the true value. The correct terms are accuracy and precision."}]},{"id":"4dc00873-c603-4565-9649-df9a4b82f3b9","cardType":"basic","points":1,"front":"A faulty balance gives very similar readings, but all are too high. Are the results accurate or precise?","back":"Precise, not accurate.","mcqOptions":[{"text":"Precise, not accurate.","correct":true,"explanation":"Very similar readings show high precision because the measurements agree closely. Being consistently too high shows poor accuracy because they are not close to the true value."},{"text":"Accurate, not precise.","correct":false,"explanation":"Readings that are all too high are not close to the true value, so they are inaccurate. Their similarity means they are precise, not merely accurate."},{"text":"Accurate and precise.","correct":false,"explanation":"Precision is present because the readings are very similar, but accuracy is absent because they are all too high. Therefore the results are precise, not accurate."},{"text":"Neither accurate nor precise.","correct":false,"explanation":"The readings are precise because they are very similar to one another. Their shared high bias makes them inaccurate, so the correct description is precise, not accurate."}]},{"id":"f74184df-ccf7-4164-98ac-83285aae8efc","cardType":"cloze","points":null,"front":"[ ] is the smallest scale division an instrument can measure.","back":"Resolution is the smallest scale division an instrument can measure.","mcqOptions":[{"text":"Resolution","correct":true,"explanation":"Resolution is the smallest scale division, or smallest change, that an instrument can distinguish and measure."},{"text":"Accuracy","correct":false,"explanation":"Accuracy describes how close a measurement is to the true value, not the smallest division an instrument can measure. The correct term is resolution."},{"text":"Precision","correct":false,"explanation":"Precision describes how closely repeated measurements agree with one another. The smallest measurable scale division is called resolution."},{"text":"Reliability","correct":false,"explanation":"Reliability concerns whether an investigation produces consistent results when repeated. The smallest scale division an instrument can measure is its resolution."}]},{"id":"83fc4c0c-8cf6-45c2-8fff-43f7067a899b","cardType":"basic","points":2,"front":"Why use a 0.01 g balance rather than a 1 g balance in potato osmosis?","back":"It has higher resolution, so detects smaller mass changes.","mcqOptions":[{"text":"It has higher resolution, so detects smaller mass changes.","correct":true,"explanation":"A 0.01 g balance detects smaller changes in mass than a 1 g balance, so it has higher resolution and is more suitable for measuring osmosis changes."},{"text":"It has greater accuracy, so detects smaller mass changes.","correct":false,"explanation":"Accuracy means closeness to the true value, whereas detecting smaller mass changes depends on resolution. The correct answer is that the balance has higher resolution."},{"text":"It has higher sensitivity, so prevents mass changes.","correct":false,"explanation":"A more sensitive balance may detect smaller changes, but it cannot prevent them. The practical reason is that the 0.01 g balance has higher resolution."},{"text":"It has lower resolution, so detects smaller mass changes.","correct":false,"explanation":"Lower resolution means the instrument distinguishes only larger intervals, so it would miss small changes. The 0.01 g balance has higher resolution and detects smaller mass changes."}]},{"id":"53699534-feff-46fe-8241-5a9ab415a6d4","cardType":"basic","points":2,"front":"How should you read a liquid meniscus?","back":"Read the bottom at eye level.","mcqOptions":[{"text":"Read the bottom at eye level.","correct":true,"explanation":"Reading the bottom of the meniscus at eye level avoids parallax error and gives the correct liquid volume, especially for a concave meniscus."},{"text":"Read the top at eye level.","correct":false,"explanation":"Reading the top instead of the bottom gives an incorrect volume for a concave meniscus. The correct method is to read the bottom at eye level."},{"text":"Read the bottom above eye level.","correct":false,"explanation":"Viewing from above eye level causes parallax error, even if the bottom is used. The correct method is to read the bottom with the eye level aligned with it."},{"text":"Read the bottom below eye level.","correct":false,"explanation":"Viewing from below eye level also causes parallax error and changes the apparent position of the meniscus. The bottom must be read at eye level."}]},{"id":"8f182101-18b3-4374-b325-180e4cf688b0","cardType":"basic","points":1,"front":"In 18, 20, 19, 35 and 21 s, which result is anomalous?","back":"35 s.","mcqOptions":[{"text":"35 s.","correct":true,"explanation":"35 s is much larger than the cluster around 18-21 s, so it is anomalous and should be investigated or excluded with justification."},{"text":"18 s.","correct":false,"explanation":"18 s is close to the other consistent results, which range from 19 to 21 s. The anomalous result is 35 s because it is much larger than the cluster."},{"text":"19 s.","correct":false,"explanation":"19 s fits the group of results around 18-21 s and is not anomalous. The clear outlier is 35 s, which is substantially higher than the others."},{"text":"21 s.","correct":false,"explanation":"21 s is only slightly above the other results and still belongs to the main cluster. The anomalous result is 35 s because it is far higher."}]},{"id":"ab871c97-9ae1-4970-b905-68d0aeca80b2","cardType":"cloze","points":null,"front":"A [ ] is change in a measured quantity per unit [ ].","back":"A rate is change in a measured quantity per unit time.","mcqOptions":[{"text":"A rate is change in a measured quantity per unit time.","correct":true,"explanation":"A rate describes how quickly a measured quantity changes, so it is calculated as the change in that quantity per unit time."},{"text":"A mean is change in a measured quantity per unit time.","correct":false,"explanation":"A mean is an average of measurements, not a change per unit time. The correct term is rate, which describes change divided by time."},{"text":"A rate is change in a measured quantity per unit mass.","correct":false,"explanation":"Rate is normally defined using time as the denominator, not mass. The correct sentence is that a rate is change in a measured quantity per unit time."},{"text":"A difference is change in a measured quantity per unit time.","correct":false,"explanation":"A difference is the amount between two values, but it does not necessarily involve time. Change per unit time is specifically called a rate."}]},{"id":"7e8f0bdc-e6c0-4103-a20f-ee9cab4d7345","cardType":"basic","points":2,"front":"Pondweed produces 12 cm³ of oxygen in 4 min. What is the rate?","back":"3 cm³ min^-1.","mcqOptions":[{"text":"3 cm³ min^-1.","correct":true,"explanation":"Rate equals volume divided by time: 12 cm³ ÷ 4 min = 3 cm³ min^-1."},{"text":"48 cm³ min^-1.","correct":false,"explanation":"Multiplying 12 by 4 instead of dividing calculates an incorrect quantity. Rate is volume divided by time, giving 3 cm³ min^-1."},{"text":"4 cm³ min^-1.","correct":false,"explanation":"Dividing 12 by 3 uses the wrong divisor; the time is 4 minutes. Using 12 ÷ 4 gives the correct rate of 3 cm³ min^-1."},{"text":"0.33 cm³ min^-1.","correct":false,"explanation":"Dividing time by volume reverses the rate calculation and gives approximately 0.33. The required calculation is volume ÷ time, which equals 3 cm³ min^-1."}]},{"id":"bd348b9a-ca92-492f-b27e-98c818ea132e","cardType":"cloze","points":null,"front":"Percentage change = [ ] ÷ [ ] × 100.","back":"Percentage change = change ÷ original value × 100.","mcqOptions":[{"text":"Percentage change = change ÷ original value × 100.","correct":true,"explanation":"Percentage change compares the amount of change with the original value, then multiplies by 100 to express the result as a percentage."},{"text":"Percentage change = change ÷ final value × 100.","correct":false,"explanation":"Using the final value as the denominator gives a different comparison and is a common mistake. Percentage change must use the original value as the denominator."},{"text":"Percentage change = original value ÷ change × 100.","correct":false,"explanation":"This reverses the fraction, so small changes would produce very large percentages. The correct calculation divides change by the original value, then multiplies by 100."},{"text":"Percentage change = final value ÷ original value × 100.","correct":false,"explanation":"Final value divided by original value gives the final value as a percentage of the original, not the percentage change. Percentage change uses the change in the numerator."}]},{"id":"e208ab36-a2c2-479f-afb4-403dfd79f3d3","cardType":"basic","points":2,"front":"A potato chip changes from 2.40 g to 2.10 g. What is the percentage change?","back":"-12.5%.","mcqOptions":[{"text":"-12.5%.","correct":true,"explanation":"The change is 2.10 - 2.40 = -0.30 g. Dividing by the original 2.40 g and multiplying by 100 gives -12.5%, showing a decrease."},{"text":"+12.5%.","correct":false,"explanation":"The magnitude is 12.5%, but the sign is wrong because the mass decreased from 2.40 g to 2.10 g. The correct percentage change is -12.5%."},{"text":"-14.3%.","correct":false,"explanation":"This uses the final mass as the denominator: 0.30 ÷ 2.10 × 100. Percentage change uses the original mass, so the correct result is -12.5%."},{"text":"-0.3%.","correct":false,"explanation":"This gives the numerical change in grams without converting it relative to the original value. Dividing -0.30 by 2.40 and multiplying by 100 gives -12.5%."}]},{"id":"9696580a-1b1a-4147-937a-ef3c99ffb033","cardType":"basic","points":1,"front":"In potato osmosis, what does a negative percentage mass change show about water movement?","back":"Water moved out of the cells by osmosis.","mcqOptions":[{"text":"Water moved out of the cells by osmosis.","correct":true,"explanation":"A negative percentage mass change means the potato cells lost mass because there was net movement of water out through their partially permeable cell membranes by osmosis."},{"text":"Water moved into the cells by osmosis.","correct":false,"explanation":"Movement into the cells would increase their mass and produce a positive percentage change. A negative change shows that water moved out of the cells by osmosis."},{"text":"Water moved equally in both directions by osmosis.","correct":false,"explanation":"Equal movement in both directions would cause no net mass change. The negative result shows net movement of water out of the cells by osmosis."},{"text":"Water moved out of the cells by active transport.","correct":false,"explanation":"Water is transported across cell membranes passively, not by active transport. The cells lost mass because water moved out of them by osmosis."}]},{"id":"525bf9f7-eb1c-4b2f-9bc1-8e89d81296f6","cardType":"cloze","points":null,"front":"On a graph, put the [ ] on the x-axis and the [ ] on the y-axis.","back":"On a graph, put the independent variable on the x-axis and the dependent variable on the y-axis.","mcqOptions":[{"text":"On a graph, put the independent variable on the x-axis and the dependent variable on the y-axis.","correct":true,"explanation":"The independent variable is deliberately changed and belongs on the x-axis. The resulting dependent variable is measured and plotted on the y-axis."},{"text":"On a graph, put the dependent variable on the x-axis and the independent variable on the y-axis.","correct":false,"explanation":"This reverses the standard axis convention. The independent variable, which is changed, goes on the x-axis; the dependent variable, which is measured, goes on the y-axis."},{"text":"On a graph, put the control variable on the x-axis and the dependent variable on the y-axis.","correct":false,"explanation":"A control variable is kept constant, so it is not normally plotted. The independent variable belongs on the x-axis and the dependent variable on the y-axis."},{"text":"On a graph, put the independent variable on the x-axis and the control variable on the y-axis.","correct":false,"explanation":"Although the independent variable is correctly placed, a control variable is not the measured outcome. The dependent variable must be plotted on the y-axis."}]},{"id":"c9a90fb8-2ca4-4ea3-bd1d-c57c47f4516e","cardType":"basic","points":1,"front":"Which graph type is used when both variables are continuous?","back":"Line graph.","mcqOptions":[{"text":"Line graph.","correct":true,"explanation":"A line graph displays how one continuous variable changes with another, allowing plotted points to be joined or represented by an appropriate line of best fit."},{"text":"Bar chart.","correct":false,"explanation":"A bar chart is used when the independent variable consists of separate categories. When both variables are continuous, the appropriate choice is a line graph."},{"text":"Pie chart.","correct":false,"explanation":"A pie chart shows how categories make up a whole rather than how two continuous variables relate. Both continuous variables should be displayed using a line graph."},{"text":"Pictogram.","correct":false,"explanation":"A pictogram represents categorical frequencies with repeated symbols, so it cannot show a continuous relationship accurately. A line graph is used for two continuous variables."}]},{"id":"d30904af-9fd2-4f8e-97d4-231e2c4c1f79","cardType":"basic","points":1,"front":"Which graph type is used when the independent variable is in categories?","back":"Bar chart.","mcqOptions":[{"text":"Bar chart.","correct":true,"explanation":"A bar chart is appropriate for separate categories because each category is represented by a distinct bar, normally with gaps between neighbouring bars."},{"text":"Line graph.","correct":false,"explanation":"A line graph is normally used when the independent variable is continuous. Separate categories should be represented using distinct bars on a bar chart."},{"text":"Scatter graph.","correct":false,"explanation":"A scatter graph investigates correlation between two numerical variables rather than comparing categories. A categorical independent variable should be displayed using a bar chart."},{"text":"Histogram.","correct":false,"explanation":"A histogram displays grouped continuous data, with touching bars whose areas represent frequency. Separate categories require a bar chart, normally with gaps between the bars."}]},{"id":"054b2b88-4b5e-45c8-9510-a402868432ca","cardType":"cloze","points":null,"front":"Magnification = [ ] ÷ [ ].","back":"Magnification = image size ÷ actual size.","mcqOptions":[{"text":"Magnification = image size ÷ actual size.","correct":true,"explanation":"Magnification tells you how many times larger the displayed image is than the real object, so it is calculated by dividing image size by actual size."},{"text":"Magnification = actual size ÷ image size.","correct":false,"explanation":"This reverses the division and calculates the reciprocal of magnification. Magnification is found by dividing the image size by the object’s actual size."},{"text":"Magnification = image size ÷ magnification.","correct":false,"explanation":"Dividing image size by magnification would calculate actual size, not magnification. To find magnification, divide image size by the corresponding actual size."},{"text":"Magnification = actual size ÷ magnification.","correct":false,"explanation":"This arrangement does not calculate magnification and incorrectly includes the unknown on the right-hand side. Magnification equals image size divided by actual size."}]},{"id":"2352259b-a689-403a-af88-8b843e38546c","cardType":"basic","points":2,"front":"A cell drawing is 40 mm wide; the real cell is 80 µm wide. What is the magnification?","back":"500.","mcqOptions":[{"text":"500.","correct":true,"explanation":"The measurements must share units: 40 mm is 40,000 µm. Dividing 40,000 µm by 80 µm gives a magnification of 500."},{"text":"0.5.","correct":false,"explanation":"Dividing 40 by 80 without converting millimetres to micrometres produces 0.5. Converting 40 mm to 40,000 µm first gives the correct magnification of 500."},{"text":"50.","correct":false,"explanation":"This results from converting 40 mm to 4,000 µm, missing a factor of ten. Since 40 mm is 40,000 µm, the magnification is 500."},{"text":"5000.","correct":false,"explanation":"This results from converting 40 mm to 400,000 µm, adding an extra factor of ten. The correct conversion is 40,000 µm, giving 500."}]},{"id":"51a53a6c-022c-44c8-969b-888e88b15070","cardType":"basic","points":1,"front":"Which reagent tests for starch?","back":"Iodine solution.","mcqOptions":[{"text":"Iodine solution.","correct":true,"explanation":"Iodine solution tests for starch. It changes from orange-brown to blue-black when starch is present and remains orange-brown when starch is absent."},{"text":"Benedict’s solution.","correct":false,"explanation":"Benedict’s solution tests for reducing sugars such as glucose, not starch. Starch is tested using iodine solution, which turns blue-black when the result is positive."},{"text":"Biuret reagent.","correct":false,"explanation":"Biuret reagent tests for proteins by producing a lilac colour when peptide bonds are present. Iodine solution is the correct reagent for detecting starch."},{"text":"Ethanol solution.","correct":false,"explanation":"Ethanol is used in the emulsion test for lipids, where a cloudy white emulsion indicates a positive result. Starch is tested with iodine solution."}]},{"id":"ab4897ee-2e3e-4233-b18f-8ff13f706e69","cardType":"basic","points":2,"front":"Why use a water bath for Benedict’s test instead of direct heating?","back":"It gives safer, more controlled heating.","mcqOptions":[{"text":"It gives safer, more controlled heating.","correct":true,"explanation":"A water bath heats the Benedict’s test mixture evenly and at a controlled temperature while avoiding direct contact between the test tube and a flame."},{"text":"It gives faster, more intense heating.","correct":false,"explanation":"Direct heating is generally faster and more intense, but that increases the risk of overheating or splashing. A water bath provides safer, more controlled heating."},{"text":"It keeps the Benedict’s reagent cold.","correct":false,"explanation":"Benedict’s test requires heating rather than cooling for the colour change to occur. A water bath supplies safer, more controlled heating to the reaction mixture."},{"text":"It makes the sample more alkaline.","correct":false,"explanation":"A water bath controls temperature and does not make the sample more alkaline. Its purpose is to provide safer, more controlled heating during Benedict’s test."}]},{"id":"c6744609-fcba-4df6-a4ed-50282c1b407e","cardType":"basic","points":1,"front":"Which apparatus is a square frame used to count organisms in a known area?","back":"Quadrat.","mcqOptions":[{"text":"Quadrat.","correct":true,"explanation":"A quadrat encloses a known area, allowing organisms within it to be counted or their percentage cover estimated during ecological sampling."},{"text":"Transect.","correct":false,"explanation":"A transect is a line along which samples are taken to investigate changes across a habitat. A square frame enclosing a known area is a quadrat."},{"text":"Pitfall trap.","correct":false,"explanation":"A pitfall trap captures small animals moving across the ground rather than defining an area for counting. The square sampling frame is a quadrat."},{"text":"Pooter.","correct":false,"explanation":"A pooter collects small invertebrates by suction and is not used to mark out a known area. The square frame used for this is a quadrat."}]},{"id":"3c581b8a-8a1d-4562-9840-8c6e3407972c","cardType":"basic","points":1,"front":"What is a transect used to study?","back":"How organisms change with distance across a habitat.","mcqOptions":[{"text":"How organisms change with distance across a habitat.","correct":true,"explanation":"Samples taken at intervals along a transect reveal how the distribution or abundance of organisms changes with distance across an environmental gradient."},{"text":"How organisms change with time across a habitat.","correct":false,"explanation":"Repeated sampling over days or years is needed to study change over time. A transect instead studies how organisms change with distance across a habitat."},{"text":"How organisms change in number across a habitat.","correct":false,"explanation":"A quadrat can estimate abundance in a sampled area, whereas a transect specifically shows how organisms change with distance across a habitat."},{"text":"How organisms transfer energy across a habitat.","correct":false,"explanation":"Food chains and food webs show feeding relationships between organisms. A transect instead investigates how organism distribution changes with distance across a habitat."}]},{"id":"c141ac3e-5b73-4b91-9aaf-37622383c92b","cardType":"cloze","points":null,"front":"[ ] factors are living; [ ] factors are non-living.","back":"Biotic factors are living; abiotic factors are non-living.","mcqOptions":[{"text":"Biotic factors are living; abiotic factors are non-living.","correct":true,"explanation":"Biotic factors involve living organisms, such as predators or competitors. Abiotic factors are non-living environmental conditions, such as temperature, light intensity and soil pH."},{"text":"Abiotic factors are living; biotic factors are non-living.","correct":false,"explanation":"The terms have been reversed: biotic factors involve living organisms, while abiotic factors are the non-living physical and chemical conditions in an environment."},{"text":"Biotic factors are living; biotic factors are non-living.","correct":false,"explanation":"Living factors are biotic, but non-living factors are abiotic rather than biotic. Examples of abiotic factors include temperature, moisture and light intensity."},{"text":"Abiotic factors are living; abiotic factors are non-living.","correct":false,"explanation":"Abiotic means non-living, so it cannot describe living factors. Living influences are biotic, while non-living environmental conditions are abiotic."}]},{"id":"d017b94f-4d63-43e1-b12e-e3145d1d1105","cardType":"basic","points":2,"front":"Ten 1 m² quadrats average 5 daisies each. The field is 200 m². Estimate the population.","back":"1000 daisies.","mcqOptions":[{"text":"1000 daisies.","correct":true,"explanation":"An average of 5 daisies per 1 m² gives an estimated density of 5 daisies per square metre. Multiplying by 200 m² gives 1000 daisies."},{"text":"50 daisies.","correct":false,"explanation":"This multiplies the average by the ten sampled quadrats but does not scale it to the whole field. The estimate is $5 \\times 200 = 1000$ daisies."},{"text":"40 daisies.","correct":false,"explanation":"This divides the field area by the mean count instead of multiplying density by area. The correct calculation is $5 \\times 200 = 1000$ daisies."},{"text":"10 000 daisies.","correct":false,"explanation":"This unnecessarily multiplies by the ten quadrats after the mean density has already been calculated. Multiplying 5 daisies per m² by 200 m² gives 1000 daisies."}]},{"id":"ee4a134a-6e82-4ac0-a3b3-1558922a0382","cardType":"basic","points":1,"front":"Name one factor to control in a photosynthesis investigation.","back":"Any one: temperature, carbon dioxide concentration, light intensity.","mcqOptions":[{"text":"Any one: temperature, carbon dioxide concentration, light intensity.","correct":true,"explanation":"Temperature, carbon dioxide concentration and light intensity can all affect photosynthesis. Controlling them ensures that any rate change is caused only by the independent variable."},{"text":"Any one: number of bubbles, oxygen volume, photosynthesis rate.","correct":false,"explanation":"These are measurements used to determine the rate of photosynthesis, not conditions kept constant. A suitable control factor is temperature, carbon dioxide concentration or light intensity."},{"text":"Any one: independent variable, dependent variable, final result.","correct":false,"explanation":"The independent variable is deliberately changed and the dependent variable is measured, so neither is a controlled factor. Temperature, carbon dioxide concentration or light intensity should be controlled."},{"text":"Any one: conclusion, prediction, graph scale.","correct":false,"explanation":"A conclusion, prediction and graph are parts of planning or analysing an investigation, not environmental variables kept constant. Suitable control factors include temperature, carbon dioxide concentration and light intensity."}]},{"id":"3528639f-a33e-4827-b8d5-3e49a97bf2a9","cardType":"cloze","points":null,"front":"[ ] prevents unwanted microorganisms contaminating cultures, apparatus or the environment.","back":"Aseptic technique prevents unwanted microorganisms contaminating cultures, apparatus or the environment.","mcqOptions":[{"text":"Aseptic technique","correct":true,"explanation":"Aseptic technique uses sterile equipment and careful handling to prevent unwanted microorganisms entering cultures or escaping into the surroundings."},{"text":"Incubation","correct":false,"explanation":"Incubation provides conditions for microorganisms to grow after inoculation; it does not itself prevent contamination. Aseptic technique is used to keep cultures, apparatus and surroundings uncontaminated."},{"text":"Inoculation","correct":false,"explanation":"Inoculation introduces the desired microorganism into a culture medium and can cause contamination if performed poorly. Aseptic technique prevents unwanted microorganisms from entering or escaping."},{"text":"Pasteurisation","correct":false,"explanation":"Pasteurisation reduces microbial numbers in foods and drinks by controlled heating, rather than preventing contamination during culture handling. The required method is aseptic technique."}]},{"id":"923dc885-5a9e-499a-a61b-a49e871d8152","cardType":"basic","points":1,"front":"What does a zone of inhibition show?","back":"Bacterial growth has been prevented there.","mcqOptions":[{"text":"Bacterial growth has been prevented there.","correct":true,"explanation":"A clear zone around an antimicrobial disc forms where bacteria cannot grow. Its diameter can be used to compare the effectiveness of different antimicrobial substances."},{"text":"Bacterial growth has been increased there.","correct":false,"explanation":"Visible bacterial growth produces an opaque lawn, not a clear zone. A zone of inhibition shows that bacterial growth has been prevented in that area."},{"text":"Bacterial growth has been concentrated there.","correct":false,"explanation":"The clear area indicates an absence of bacterial growth, not a concentration of bacteria. The antimicrobial has prevented bacteria from growing there."},{"text":"Bacterial growth has been displaced from there.","correct":false,"explanation":"A zone of inhibition is not evidence that bacteria have moved elsewhere. It shows that an antimicrobial substance has prevented bacterial growth in that region."}]},{"id":"ab61fa55-a3c5-4686-89cd-b311d37a923f","cardType":"basic","points":2,"front":"Why are agar plates taped but not fully sealed?","back":"Full sealing can encourage harmful anaerobic bacteria.","mcqOptions":[{"text":"Full sealing can encourage harmful anaerobic bacteria.","correct":true,"explanation":"Completely sealing a plate restricts oxygen, creating conditions favouring anaerobic microorganisms. Some anaerobic bacteria are harmful, so plates are secured with tape but not fully sealed."},{"text":"Full sealing can encourage harmful aerobic bacteria.","correct":false,"explanation":"Full sealing restricts rather than increases the supply of oxygen, so it does not encourage aerobic bacteria. The concern is that low-oxygen conditions may favour harmful anaerobic bacteria."},{"text":"Full sealing can encourage viruses reproducing in the agar.","correct":false,"explanation":"Viruses cannot reproduce independently in nutrient agar because they require living host cells. Full sealing is avoided because low-oxygen conditions may encourage harmful anaerobic bacteria."},{"text":"Full sealing can encourage extra oxygen entering the culture.","correct":false,"explanation":"Sealing the plate reduces gas exchange rather than allowing extra oxygen into the culture. This can create low-oxygen conditions that favour harmful anaerobic bacteria."}]},{"id":"9332be0d-380c-42b8-b05a-0a40e9c1957a","cardType":"basic","points":2,"front":"Why compare percentage change rather than raw mass change in potato osmosis?","back":"Starting chip sizes may be different.","mcqOptions":[{"text":"Starting chip sizes may be different.","correct":true,"explanation":"Percentage change accounts for differences in the chips’ starting masses, allowing their proportional changes to be compared fairly rather than favouring larger chips."},{"text":"Solution volumes may be different.","correct":false,"explanation":"Different solution volumes are a control-variable issue, not something percentage change corrects. Percentage change is used because chips may have different starting sizes and masses."},{"text":"Balance readings may be inaccurate.","correct":false,"explanation":"Balance uncertainty is not removed by calculating a percentage and should instead be reduced through careful measurement. Percentage change adjusts for different starting chip sizes."},{"text":"Osmosis rates may be constant.","correct":false,"explanation":"A constant osmosis rate would not explain the need for percentage change. The calculation is necessary because different starting chip sizes make raw mass changes unfair to compare."}]}]}],"examCountdown":{"examDate":"2027-05-11","paperLabel":"Paper 1"},"heading":"Practical skills","title":"Practical skills Flashcards","topbar":{"backHref":"/gcse/biology/ocr/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"c3be8be8-8576-5831-b81a-9bf6d897f635","walled":"$L39"}],"$L3a","$L3b"]